The Interstate School Leaders Licensure Consortium (ISLLC)
|
|
- Egbert Lloyd
- 7 years ago
- Views:
Transcription
1 The Interstate School Leaders Licensure Consortium (ISLLC) ISLLC's Standards for School Leaders: 1. A school administrator is an educational leader who promotes the success of all students by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school community. 2. A school administrator is an educational leader who promotes the success of all students by advocating, nurturing, and sustaining a school culture and instructional program conducive to student learning and professional growth. 3. A school administrator is an educational leader who promotes the success of all students by ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment. 4. A school administrator is an educational leader who promotes the success of all students by collaborating with families and community members, and mobilizing community resources. 5. A school administrator is an educational leader who promotes the success of all students by acting with integrity, fairness, and in an ethical manner. 6. A school administrator is an educational leader who promotes the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. 1
2 Educational Leadership Constituent Council (ELCC) Standards for Advanced Programs In Educational Leadership Standard 1: knowledge and ability to promote the success of all students by facilitating the development, articulation, implementation, and stewardship of a district vision of learning supported by the school community. 1.1 Develop a Vision a). Candidates develop a vision of learning for a school that promotes the success of all students. b). Candidates base this vision on relevant knowledge and theories, including but not limited to an understanding of learning goals in a pluralistic society, the diversity of learners and learners needs, schools as interactive social and cultural systems, and social and organizational change. 1.2 Articulate a Vision a). Candidates demonstrate the ability to articulate the components of this vision for a school and the leadership processes necessary to implement and support the vision. b). Candidates demonstrate the ability to use data-based research strategies and strategic planning processes that focus on student learning to inform the development of a vision, drawing on relevant information sources such as student assessment results, student and family demographic data, and an analysis of community needs. c). Candidates demonstrate the ability to communicate the vision to staff, parents, students, and community members through the use of symbols, ceremonies, stories, and other activities. 1.3 Implement a Vision a). Candidates can formulate the initiatives necessary to motivate staff, students, and families to achieve the school s vision. b). Candidates develop plans and processes for implementing the vision (e.g., articulating the vision and related goals, encouraging challenging standards, facilitating collegiality and teamwork, structuring significant work, ensuring appropriate use of student assessments, providing autonomy, supporting innovation, delegating responsibility, developing leadership in others, and securing needed resources). 1.4 Steward a Vision a). Candidates demonstrate an understanding of the role effective communication skills play in building a shared commitment to the vision. b). Candidates design or adopt a system for using data-based research strategies to regularly monitor, evaluate, and revise the vision. c). Candidates assume stewardship of the vision through various methods. 2
3 1.5 Promote Community Involvement in the Vision a). Candidates demonstrate the ability to involve community members in the realization of the vision and in related school improvement efforts. b). Candidates acquire and demonstrate the skills needed to communicate effectively with all stakeholders about implementation of the vision. Standard 2: knowledge and ability to promote the success of all students by promoting a positive school culture, providing an effective instructional program, applying best practice to student learning, and designing comprehensive professional growth plans for staff. 2.1 Promote Positive School Culture a). Candidates assess school culture using multiple methods and implement context-appropriate strategies that capitalize on the diversity (e.g., population, language, disability, gender, race, socio-economic) of the school community to improve school programs and culture. 2.2 Provide Effective Instructional Program a). Candidates demonstrate the ability to facilitate a. activities that apply principles of effective instruction to improve instructional practices and curricular materials. b). Candidates demonstrate the ability to make recommendations regarding the design, implementation, and evaluation of a curriculum that fully accommodates learners diverse needs. c). Candidates demonstrate the ability to use and promote technology and information systems to enrich curriculum and instruction, to monitor instructional practices and provide staff the assistance needed for improvement. 2.3 Apply Best Practice to Student Learning a). Candidates demonstrate the ability to assist school personnel in understanding and applying best practices for student learning. b). Candidates apply human development theory, proven learning and motivational theories, and concern for diversity to the learning process. c). Candidates demonstrate an understanding of how to use appropriate research strategies to promote an environment for improved student achievement. 2.4 Design Comprehensive Professional Growth Plans a). Candidates design and demonstrate an ability to implement well-planned, context-appropriate professional development programs based on reflective practice and research on student learning consistent with the school vision and goals. b). Candidates demonstrate the ability to use strategies such as observations, collaborative reflection, and adult-learning strategies to form comprehensive 3
4 professional growth plans with teachers and other school personnel. c). Candidates develop and implement personal professional growth plans that reflect a commitment to life-long learning. Standard 3: knowledge and ability to promote the success of all students by managing the organization, operations, and resources in a way that promotes a safe, efficient, and effective learning environment. 3.1 Manage the Organization a). Candidates demonstrate the ability to optimize the learning environment for all students by applying appropriate models and principles of organizational development and management, including research and data driven decision-making with attention to indicators of equity, effectiveness, and efficiency. b). Candidates develop plans of action for focusing on effective organization and management of fiscal, human, and material resources, giving priority to student learning, safety, curriculum, and instruction. c). Candidates demonstrate an ability to manage time effectively and deploy financial and human resources in ways that promote student achievement. 3.2 Manage Operations a). Candidates demonstrate the ability to involve staff in conducting operations and setting priorities using appropriate and effective needs assessment, research-based data, and group process skills to build consensus, communicate, and resolve conflicts in order to align resources with the organizational vision. b). Candidates develop communications plans for staff that includes opportunities for staff to develop their family and community collaboration skills. c). Candidates demonstrate an understanding of how to apply legal principles to promote educational equity and provide a safe, effective, and efficient facilities. 3.3 Manage Resources a). Candidates use problem-solving skills and knowledge of strategic, longrange, and operational planning (including applications of technology) in the effective, legal, and equitable use of fiscal, human, and material resource allocation and alignment that focuses on teaching and learning. b). Candidates creatively seek new resources to facilitate learning. c). Candidates apply and assess current technologies for school management, business procedures, and scheduling. 4
5 Standard 4: knowledge and ability to promote the success of all students by collaborating with families and other community members, responding to diverse community interests and needs, and mobilizing community resources. 4.1 Collaborate with Families and Other Community Members a). Candidates demonstrate an ability to bring together the resources of family members and the community to positively affect student learning. b). Candidates demonstrate an ability to involve families in the education of their children based on the belief that families have the best interests of their children in mind. c). Candidates demonstrate the ability to use public information and researchbased knowledge of issues and trends to collaborate with families and community members. d). Candidates apply an understanding of community relations models, marketing strategies and processes, data-based decision- making, and communications theory to create frameworks for school, family, business, community, government, and higher education partnerships. e). Candidates develop various methods of outreach aimed at business, religious, political, and service organizations. f). Candidates demonstrate the ability to involve families and other stakeholders in school decision-making processes, reflecting an understanding that schools are an integral part of the larger community. g). Candidates demonstrate the ability to collaborate with community agencies to integrate health, social, and other services. h). Candidates develop a comprehensive program of community relations and demonstrate the ability to work with the media. 4.2 Respond to Community Interests and Needs a). Candidates demonstrate active involvement within the community, including interactions with individuals and groups with conflicting perspectives. b). Candidates demonstrate the ability to use appropriate assessment strategies and research methods to understand and accommodate diverse school and community conditions and dynamics. c). Candidates provide leadership to programs serving students with special and exceptional needs. d). Candidates demonstrate the ability to capitalize on the diversity (cultural, ethnic, racial, economic, and special interest groups) of the school community to improve school programs and meet the diverse needs of all students. 4.3 Mobilize Community Resources a). Candidates demonstrate an understanding of and ability to use community resources, including youth services, to support student achievement, solve school problems, and achieve school goals. 5
6 b). Candidates demonstrate how to use school resources and social service agencies to serve the community. c). Candidates demonstrate an understanding of ways to use public resources and funds appropriately and effectively to encourage communities to provide new resources to address emerging student problems. Standard 5: knowledge and ability to promote the success of all students by acting with integrity, fairly, and in an ethical manner. 5.1 Acts with Integrity a). Candidates demonstrate a respect for the rights of others with regard to confidentiality and dignity and engage in honest interactions. 5.2 Acts Fairly a). Candidates demonstrate the ability to combine impartiality, sensitivity to student diversity, and ethical considerations in their interactions with others. 5.3 Acts Ethically a). Candidates make and explain decisions based upon ethical and legal principles. Standard 6: knowledge and ability to promote the success of all students by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. 6.1 Understand the Larger Context a). Candidates act as informed consumers of educational theory and concepts appropriate to school context and can demonstrate the ability to apply appropriate research methods to a school context. b). Candidates demonstrate the ability to explain how the legal and political systems and institutional framework of schools have shaped a school and community, as well as the opportunities available to children and families in a particular school. c). Candidates demonstrate the ability to analyze the complex causes of poverty and other disadvantages and their effects on families, communities, children, and learning. d). Candidates demonstrate an understanding of the policies, laws, and regulations enacted by local, state, and federal authorities that affect schools, especially those that might improve educational and social opportunities. e). Candidates demonstrate the ability to describe the economic factors shaping a local community and the effects economic factors have on local schools. 6
7 f). Candidates demonstrate the ability to analyze and describe the cultural diversity in a school community. g). Candidates can describe community norms and values and how they relate to the role of the school in promoting social justice. h). Candidates demonstrate the ability to explain various theories of change and conflict resolution and the appropriate application of those models to specific communities. 6.2 Respond to the Larger Context a). Candidates demonstrate the ability to communicate with members of a school community concerning trends, issues, and potential changes in the environment in which the school operates, including maintenance of an ongoing dialogue with representatives of diverse community groups. 6.3 Influence the Larger Context a). Candidates demonstrate the ability to engage students, parents, and other members of the community in advocating for adoption of improved policies and laws. b). Candidates apply their understanding of the larger political, social, economic, legal, and cultural context to develop activities and policies that benefit students and their families. c). Candidates advocate for policies and programs that promote equitable learning opportunities and success for all students, regardless of socioeconomic background, ethnicity, gender, disability, or other individual characteristics. Standard 7: Internship. The internship provides significant opportunities for candidates to synthesize and apply the knowledge and practice and develop the skills identified in Standards 1-6 through substantial, sustained, standards-based work in real settings, planned and guided cooperatively by the institution and school district personnel for graduate credit. 7.1 Substantial 7.2 Sustained 7.3 Standards-based 7.4 Real Settings 7.5 Planned and Guided Cooperatively 7.6 Credit 7
8 Southern Regional Education Board (SREB) 13 Critical Success Factors (CSFs) associated with principals who have improved student achievement in schools with traditionally high risk demographics. Competency I: Effective principals have a comprehensive understanding of school and classroom practices that contribute to student achievement. CSF 1. Focusing on student achievement: Create a focused mission to improve student achievement and a vision of the elements of school, curriculum and instructional practices that make higher achievement possible. CSF 2. Developing a culture of high expectations: Set high expectations for all students to learn higher-level content. CSF 3. Designing a standards-based instructional system: Recognize and encourage good instructional practices that motivate students and increase their achievement. Competency II: Effective principals have the ability to work with teachers and others to design and implement continuous student improvement. CSF 4. Creating a caring environment: Develop a school organization where faculty and staff understand that every student counts and where every student has the support of a caring adult. CSF 5. Implementing data-based improvement: Use data to initiate and continue improvement in school and classroom practices and in student achievement. CSF 6. Communicating: Keep everyone informed and focused on student achievement. CSF 7. Involving parents: Make parents partners in students education and create a structure for parent and educator collaboration. Competency III: Effective principals have the ability to provide the necessary support for staff to carry out sound school, curriculum and instructional practices. CSF 8. Initiating and managing change: Understand the change process and use leadership and facilitation skills to manage it effectively. CSF 9.Providing professional development: Understand how adults learn and advance meaningful change through quality, sustained professional development that leads to increased student achievement. CSF 10. Innovating: Use and organize time and resources in innovative ways to meet the goals and objectives of school improvement. CSF 11. Maximizing resources: Acquire and use resources wisely. 8
9 CSF 12. Building external support: Obtain support from the central office and from community and parent leaders for the school improvement agenda. CSF 13. Staying abreast of effective practices: Continuously learn from and seek out colleagues who keep abreast of new research and proven practices. National Association of Elementary School Principals (NAESP) NAESP's Leading Learning Communities standards is recognized as the performance guideline for principal practice. That is, these six standards define what principals should know and be able to: Standard 1: Lead student and adult learning Standard 2: Lead diverse communities Standard 3: Lead 21st century learning Standard 4: Lead continuous improvement Standard 5: Lead using knowledge and data Standard 6: Lead parent, family, and community engagement National Association of Secondary School Principals (NASSP) Skills identified as critical for success in the principalship. These include the skills to: Be an effective instructional leader (Setting Instructional Direction, Teamwork, Sensitivity) Resolve complex problems (Judgment, Results Orientation, Organizational Ability) Communicate effectively (Oral Communication, Written Communication) Develop self and others (Development of Others, Understanding Own Strengths and Weaknesses). 9
Educational Leadership Advising Handbook: Addendum to the Graduate Handbook
Educational Leadership Advising Handbook: Addendum to the Graduate Handbook Educational Leadership Program Overview The program consists of ten (10) courses for thirty (30) credit hours. It is a licensure
More informationStandards for Advanced Programs in Educational Leadership
Standards for Advanced Programs in Educational Leadership for Principals, Superintendents, Curriculum Directors, and Supervisors NATIONAL POLICY BOARD FOR EDUCATIONAL ADMINISTRATION Published January,
More informationStandards for Educational Leaders (Principals, Superintendents, Curriculum Directors, and Supervisors)
Standards for Educational Leaders (rincipals, Superintendents, Curriculum Directors, and Supervisors) Introduction These Standards and Indicators were adapted from the Educational Leadership Constituencies
More informationPortfolio and Oral Examination. Candidate Guidelines
North Dakota State University Educational Leadership Program Portfolio and Oral Examination Candidate Guidelines 1 Introduction The portfolio and the oral examination are the culminating activities for
More informationIllinois Professional School Leader Standards [29.100]
III. STANDARDS FOR ADMINISTRATIVE CERTIFICATION Illinois Professional School Leader Standards [29.100] STANDARD 1 - Facilitating a Vision of Learning facilitating the development, articulation, implementation,
More informationEducational Leadership Program Standards. ELCC Revised Standards
Educational Leadership Program Standards ELCC Revised Standards For Advanced Programs that Prepare Principals, Superintendents, Curriculum Directors, and Supervisors March 2009 NATIONAL POLICY BOARD FOR
More informationUtah Educational Leadership Standards, Performance Expectations and Indicators
Utah Educational Leadership Standards, Performance Expectations and Indicators Standard 1: Visionary Leadership An educational leader promotes the success of every student by facilitating the development,
More informationProgram: Educational Administration Masters, Director of Vocational Education
1.3.1 facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared and supported by the school. Program: Educational Administration Masters, Director
More informationAlabama Standards for Instructional Leaders
Alabama Standards for Instructional Leaders To realize the mission of enhancing school leadership among principals and administrators in Alabama resulting in improved academic achievement for all students,
More informationIndiana University Southeast School of Education. Educational Leadership A695 Practicum Manual
Indiana University Southeast School of Education Educational Leadership A695 Practicum Manual Effective for Candidates Enrolled During Fall 0-Spring 0 Overview of A695: Practicum in Educational Leadership
More informationKean University Nathan Weiss Graduate College
Kean University Nathan Weiss Graduate College Setting the Standard for Excellence Graduate Degree & Certification Programs in Educational Leadership Student Handbook 2013-2014 http://grad.kean.edu/edleadership
More informationEDUCATIONAL LEADERSHIP PROGRAM Recognition. Standards:
EDUCATIONAL LEADERSHIP PROGRAM Recognition Standards: District Level For institutions undergoing NCATE Accreditation and ELCC Program Review For Advanced Programs at the Master, Specialist, or Doctoral
More informationSBEC/TExES Framework for Principal Certification
SBEC/TExES Framework for Principal Certification The following SBEC Principal Domains, Competencies and supporting standards represent the knowledge, skills and dispositions principal candidates should
More informationMaster of Arts in Educational Administration, Principal Endorsement Program Course Sequence and Descriptions
Master of Arts in Educational Administration, Principal Endorsement Program Course Sequence and Descriptions EDU 615 Principal as School Leader (3 credit hours) In this course, candidates will develop
More informationUNIVERSITY OF TEXAS AT EL PASO DEPARTMENT OF EDUCATIONAL LEADERSHIP AND FOUNDATIONS
UNIVERSITY OF TEXAS AT EL PASO DEPARTMENT OF EDUCATIONAL LEADERSHIP AND FOUNDATIONS EDAD 5312: Instructional Leadership Competency Area: Instructional Leadership Course Syllabus Departmental Mission Statement
More informationEDUCATIONAL LEADERSHIP PROGRAM Recognition. Standards:
EDUCATIONAL LEADERSHIP PROGRAM Recognition Standards: Building Level For institutions undergoing NCATE Accreditation and ELCC Program Review Page 2 For Advanced Programs at the Master, Specialist, or Doctoral
More informationSelf Assessment Tool for Principals and Vice-Principals
The Institute for Education Leadership (IEL) brings together representatives from the principals' associations, the supervisory officers' associations, councils of directors of education and the Ministry
More informationCALIFORNIA PRELIMINARY ADMINISTRATIVE CREDENTIAL EXAMINATION (CPACE)
Education Code section 44270.5 allows an examination alternative to the Administrative Services preparation program as long as the examination is aligned with the current Administrative Services Program
More informationThe school principal practices effective cultural leadership when he or she
Strategic Leadership Summary: School leadership creates conditions that result in the strategic re-imaging of the school s vision, mission, and goals in the 21 st Century. The leader exhibits the understanding
More informationPERFORMANCE EXPECTATION 1: Vision, Mission, and Goals
PERFORMANCE EXPECTATION 1: Vision, Mission, and Goals PERFORMANCE EXPECTATION 1: Vision, Mission, and Goals Education leaders ensure the achievement of all students by guiding the development and implementation
More informationEducational Leadership Policy Standards: ISLLC 2008. as adopted by the National Policy Board for Educational Administration on December 12, 2007
Educational Leadership Policy Standards: ISLLC 2008 as adopted by the National Policy Board for Educational Administration on December 12, 2007 THE COUNCIL OF CHIEF STATE SCHOOL OFFICERS The Council of
More informationEducation Leadership (ISLLC) Standards Comparison of Old (2007) and New Standards (2015)
Education Leadership (ISLLC) Standards Comparison of Old (2007) and New Standards (2015) 2007 Standards 2015 Standards Standard 1: Vision and Mission Standard 1: Vision and Mission An education leader
More information*Performance Expectations, Elements and Indicators
C o m m o n C o r e o f L e a d i n g : Connecticut School Leadership Standards *Performance Expectations, Elements and Indicators *For further information, visit: http://www.sde.ct.gov/sde/cwp/view.asp?a=2641&q=333900
More informationMASTER OF SCIENCE IN EDUCATION Educational Leadership Technology Online www.hsu.edu
MASTER OF SCIENCE IN EDUCATION Educational Leadership Technology Online www.hsu.edu The HSU Master of Science in Education (M.S.E.) in educational leadership and technology as well as building level leader
More informationDimensions and Functions for School Leaders
Dispositions, Dimensions, and Functions for School Leaders Preparation and Support for the Next Generation of Kentucky s School and District Leaders Kentucky Cohesive Leadership System Continuum for Principal
More informationCollier County Public School District Principal Mentor Handbook
Collier County Public School District Principal Mentor Handbook Masterful mentors inspire people by helping them recognize the previously unseen possibilities that lay embedded in their existing circumstances.
More informationAyers Institute Leadership Resources: PSEL Alignment
Professional Standards for al Leaders Standard 1: Mission, Vision, and Core Values Effective educational leaders develop, advocate, and enact a shared mission, vision, and core values of high-quality education
More informationThe School Leadership Collaborative Intern and Administrative Mentor Guide
Gonzaga University School of Education The School Leadership Collaborative Intern and Administrative Mentor Guide Principal Certification Program Administrator Certification Department of Educational Leadership
More informationLICENSURE PROGRAMS BUILDING LEVEL LICENSURE CENTRAL OFFICE LICENSURE ARKANSAS CURRICULUM/PROGRAM LICENSURE
College of Education and Health Professions Educational Administration and Curriculum & Instruction Programs LICENSURE PROGRAMS BUILDING LEVEL LICENSURE CENTRAL OFFICE LICENSURE ARKANSAS CURRICULUM/PROGRAM
More information[PROFESSIONAL DEVELOPMENT] [TECHNOLOGY] [BUDGETING]
Master s in School Administration (MSA) Program EDUC 731.961 Problems in Educational Administration II 45 semester hours (3 graduate credits) Problems in Educational Administration II Course Description
More informationEDUCATIONAL SPECIALIST (Ed.S.) Superintendent Curriculum Leadership Online www.hsu.edu
EDUCATIONAL SPECIALIST (Ed.S.) Superintendent Curriculum Leadership Online www.hsu.edu To ensure that graduate candidates preparing for senior level educational administration positions or superintendency
More informationNorth Carolina TEACHER. evaluation process. Public Schools of North Carolina State Board of Education Department of Public Instruction
North Carolina TEACHER evaluation process Public Schools of North Carolina State Board of Education Department of Public Instruction Rubric for Evaluating North Carolina Teachers ( This form should be
More informationProgram Modification MEd in Educational Leadership Approved Senate 9/18/2003. Program Revision Proposal. M.Ed. in Educational Leadership
Program Revision Proposal M.Ed. in Educational Leadership Respectfully submitted by The Educational Leadership Faculty School of Education and Human Services 2003 PROPOSED PROGRAM REVISION FOR A M.ED.
More informationEFFECTIVE INSTRUCTIONAL LEADERSHIP ACT (EILA)
EFFECTIVE INSTRUCTIONAL LEADERSHIP ACT (EILA) Since 1984, the General Assembly has mandated that instructional leaders employed by local public school districts in the Commonwealth of Kentucky must participate
More informationMasters Comprehensive Exam and Rubric (Rev. July 17, 2014)
1 Educational Leadership & Policy Studies Masters Comprehensive Exam and Rubric (Rev. July 17, 2014) The comprehensive exam is intended as a final assessment of a student s ability to integrate important
More informationFall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Enrollment 6 - - - - 1 33 Degrees Awarded 2 - - - - - - 1
Principalship MED Enrollment and Graduate History Data in PED Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Enrollment 6 - - - - 1 33 Degrees Awarded 2 - - - - - - 1 Program description The Master
More informationOregon Framework for Teacher and Administrator Evaluation and Support Systems
Oregon Framework for Teacher and Administrator Evaluation and Support Systems Revised for 2014 2015 State Guidelines for ESEA Waiver & SB 290 OREGON DEPARTMENT OF EDUCATION 255 Capitol St, NE, Salem, OR
More informationMPA PROFESSIONAL DEVELOPMENT PLAN
MPA PROFESSIONAL DEVELOPMENT PLAN (Adopted by the Professional Executive Committee on January 22, 1997; Revisions approved February 2, 2000; Revisions approved September 28, 2001; Revisions approved November
More informationMembers of the Alabama State Board of Education. Governor Bob Riley President of the State Board of Education. District
2 Members of the Alabama State Board of Education Governor Bob Riley President of the State Board of Education District I Mr. Randy McKinney President Pro Tem II Mrs. Betty Peters III Mrs. Stephanie Bell
More informationGUIDELINES RECOMMENDED FOR USE WITH RULE 24 (ENDORSEMENTS)
NEBRASKA DEPARTMENT OF EDUCATION GUIDELINES RECOMMENDED FOR USE WITH RULE 24 (ENDORSEMENTS) Approved by the State Board of Education February 4, 2014 NOTE: Rule 24 governs the provision of endorsements
More informationProgram Administrator Definition and Competencies
I. Program Administrator Definition The program administrator is the individual responsible for planning, implementing, and evaluating a child care, preschool or kindergarten program. The role of the administrator
More informationGEORGE MASON UNIVERSITY COLLEGE OF EDUCATION & HUMAN DEVELOPMENT GRADUATE SCHOOL OF EDUCATION EDUCATION LEADERSHIP PROGRAM
GEORGE MASON UNIVERSITY COLLEGE OF EDUCATION & HUMAN DEVELOPMENT GRADUATE SCHOOL OF EDUCATION EDUCATION LEADERSHIP PROGRAM EDLE 791 Internship in Education Leadership Internship Manual Approved by the
More informationPerformance Factors and Campuswide Standards Guidelines. With Behavioral Indicators
Performance Factors and Campuswide Standards Guidelines With Behavioral Indicators Rev. 05/06/2014 Contents PERFORMANCE FACTOR GUIDELINES... 1 Position Expertise... 1 Approach to Work... 2 Quality of Work...
More informationCurriculum, Instruction, and Professional Development EDS
Curriculum, Instruction, and Professional Development EDS Enrollment and Graduate History Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013 Enrollment * 0 0 0 0 10 Degrees Awarded* 0 0 0 0 0 Program description
More informationILLINOIS PROFESSIONAL TEACHING STANDARDS (2013)
ILLINOIS PROFESSIONAL TEACHING STANDARDS (2013) Standard 1 - Teaching Diverse Students The competent teacher understands the diverse characteristics and abilities of each student and how individuals develop
More informationSection Three: Ohio Standards for Principals
Section Three: Ohio Standards for Principals 1 Principals help create a shared vision and clear goals for their schools and ensure continuous progress toward achieving the goals. Principals lead the process
More informationCouncil on Social Work Education. Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education
Council on Social Work Education Curriculum Policy Statement for Baccalaureate Degree Programs in Social Work Education B1.0 SCOPE AND INTENT OF THE CURRICULUM POLICY STATEMENT B1.1 This document sets
More informationFramework and Guidelines for Principal Preparation Programs
THE FRAMEWORK FOR PRINCIPAL PREPARATION PROGRAM GUIDELINES PENNSYLVANIA DEPARTMENT OF EDUCATION 1 Purpose Of all the educational research conducted over the last 30 years in the search to improve student
More informationApproved by the Virginia Board of Education on September 27, 2012. Virginia Department of Education P. O. Box 2120 Richmond, Virginia 23218-2120
Advancing Virginia's Leadership Agenda Guidance Document: Standards and Indicators for School Leaders and Documentation for the Principal of Distinction (Level II) Administration and Supervision Endorsement
More informationRhode Island Department of Education 255 Westminster Street Providence, Rhode Island 02903
Standards for Educational Leadership in Rhode Island Rhode Island Department of Education 255 Westminster Street Providence, Rhode Island 02903 1 December, 2008 2 Table of Contents Workgroup Members...
More informationArkansas Teaching Standards
Arkansas Teaching Standards The Arkansas Department of Education has adopted the 2011 Model Core Teaching Standards developed by Interstate Teacher Assessment and Support Consortium (InTASC) to replace
More informationMS Ed Principal MS Ed School Administrator Post-Master s Principal Endorsement 2010-2011
MS Ed Principal MS Ed School Administrator Post-Master s Principal Endorsement 2010-2011 MONMOUTH UNIVERSITY SCHOOL OF EDUCATION MS Ed Principal/ Post-Master s Principal Endorsement MS Ed Superintendent
More informationInitial Program Assessment Summary
Initial Program Assessment Summary The Division of Education at Indiana University Kokomo serves an eleven-county area in north central Indiana, which includes Carroll, Cass, Clinton, Fulton, Grant, Hamilton,
More informationCrosswalk of the New Colorado Principal Standards (proposed by State Council on Educator Effectiveness) with the
Crosswalk of the New Colorado Principal Standards (proposed by State Council on Educator Effectiveness) with the Equivalent in the Performance Based Principal Licensure Standards (current principal standards)
More informationDoctorate in Educational Leadership. Purpose. Requirements. Philosophy, Goals and Objectives
Doctorate in Educational Leadership Purpose This program is designed for the development and certification of educational leaders who can lead and manage private and public K-12 systems, higher education
More informationAmend and readopt Ed 507.14, previously effective 10/25/08 (Doc #9306), to read as follows:
Initial Proposal Annotated Text June 16, 2016 Page 1 Amend and readopt Ed 507.14, previously effective 10/25/08 (Doc #9306), to read as follows: Ed 507.14 SCHOOL SOCIAL WORKER (a) For an individual to
More informationPracticum/Internship Handbook. Office of Educational Field Experiences
Practicum/Internship Handbook Office of Educational Field Experiences Northwest Missouri State University 2015-2016 1 General Information and Standards The practicum/internship is designed to provide students
More informationADMINISTRATOR EVALUATION AND GROWTH SYSTEM
ADMINISTRATOR EVALUATION AND GROWTH SYSTEM Reference Documentation Prepared by: Lake Havasu Unified School District #1 2200 Havasupai Blvd. Lake Havasu City, AZ 86403 Adopted: 1 TABLE OF CONTENTS Section
More informationField Experience and Student Teaching Competencies
Field Experience and Student Teaching Competencies Introduction The Pennsylvania Department of Education (PDE) has developed a general set of field experience and student teaching competencies that will
More information1 REVISOR 8710.4925. C. show verification of completing a Board of Teaching preparation program
1 REVISOR 8710.4925 8710.4925 READING LEADER. Subpart 1. Scope of practice. A reading leader is authorized to facilitate and provide site-based or districtwide leadership for kindergarten through grade
More informationSelf-Assessment Duval County School System. Level 3. Level 3. Level 3. Level 4
Standard 1: Purpose and Direction 1.1 The system engages in a systematic, inclusive, and comprehensive process to review, revise, and communicate a system-wide propose for the student success. The system
More informationSuperintendent Effectiveness Rubric*
Public Document 3 Purpose: Outlines the standards that are the foundation for the evaluation. Name of Superintendent: Date: Performance Rating Scale: Distinguished (4) Accomplished (3) standards for most
More informationPERFORMANCE STANDARDS FOR ADVANCED MASTERS PROGRAMS CURRICULUM STUDIES
1 PERFORMANCE STANDARDS FOR ADVANCED MASTERS PROGRAMS CURRICULUM STUDIES 2 PREAMBLE VINCENTIAN SPIRIT AND URBAN MISSION Given that the School of Education subscribes to the Vincentian spirit and urban
More information2012-2013. Administrative Internship Handbook
2012-2013 Administrative Internship Handbook Table of Contents Page 1 of 1 Table of Contents Overview 2 Eligibility Requirements 3 Application Process 4 Internship Elements 5 Performance Assessment 8 Internship
More informationFramework for Leadership
Framework for Leadership Date Leader Self-Assessment Evaluator Assessment Domain 1: Strategic/Cultural Leadership Principals/school leaders systemically and collaboratively develop a positive culture to
More informationAssessment Coordinator: Bill Freese 214 Reid Hall 994 3072
MSU Departmental Assessment Plan 2009 2010 Department: Education Department Head: Dr. Joanne Erickson Assessment Coordinator: Bill Freese 214 Reid Hall 994 3072 Degrees/Majors/Options Offered by Department
More informationSalem International University School of Education 2013-2014 Educational Leadership Program Handbook
Salem International University School of Education 2013-2014 Educational Leadership Program Handbook An Educational Leadership Constituent Council (ELCC) Nationally Recognized Program SIU Educational Leadership
More informationMetropolitan State University of Denver Master of Social Work Program Field Evaluation
Metropolitan State University of Denver Master of Social Work Program Evaluation Date: Agency/Program Task Supervisor Faculty Liaison Total Hours Completed To Date for this semester: s will not receive
More informationSCHOOL PRINCIPAL K-12 ADMINISTRATIVE CERTIFICATION PROGRAM EDAD 798 INTERNSHIP
SCHOOL PRINCIPAL K-12 ADMINISTRATIVE CERTIFICATION PROGRAM EDAD 798 INTERNSHIP COLLEGE OF EDUCATION AND EDUCATIONAL TECHNOLOGY INDIANA UNIVERSITY OF PENNSYLVANIA Rev.Ed. 9.20.15 Program Director Dr. Valeri
More informationHawaii Teacher Standards Board Teacher Leader Work Group Report
Hawaii Teacher Standards Board Teacher Leader Work Group Report Workgroup members: NBPTS Certified Teacher from the Field: Dr. Jonathan Gillentine, Special Education Teacher, Rev. Benjamin Parker Elementary
More informationProfessional School Counselor Evaluation Criteria with Descriptors
Professional School Counselor Evaluation Criteria with Descriptors Note: The descriptors provided are simply examples of student and counselor behaviors that may be used to document criteria. The descriptors
More informationRegulations Governing the Certification of Educators in Rhode Island. Promulgated November 3, 2011 Effective: January 1, 2012
Regulations Governing the Certification of Educators in Rhode Island Promulgated November 3, 2011 Effective: January 1, 2012 8 1 INTRODUCTION These Regulations Governing the Certification of Educators
More informationCandidates will demonstrate ethical attitudes and behaviors.
EDET 628 Apply instructional design principles to create a unit of instruction which integrates technology and enhances student understanding Demonstrate purposeful alignment of state competencies and
More information360 Degree Leadership Competencies and Questions
360 Degree Leadership Competencies and Questions Educational Impact 2007 1 360 Degree Leadership Assessment Responses Below is a list of the questions that appear in the Educational Impact 360 Degree School
More informationSelf Assessment. Introduction and Purpose of the Self Assessment Welcome to the AdvancED Self Assessment.
Self Assessment Introduction and Purpose of the Self Assessment Welcome to the AdvancED Self Assessment. The Self Assessment is designed to serve as a valuable tool to help schools assess and maintain
More informationK - 12 Principal & Superintendent
BOSA COMPETENCY MATRIX Minnesota Administrative Licensure K - 12 Principal & Superintendent WINONA STATE UNIVERSITY COLLEGE OF EDUCATION DEPARTMENT OF EDUCATIONAL LEADERSHIP Name: Place of Employment Mailing
More informationTransition to Teaching Survey Mean Scores by Item and by Performance Area
Spring 2014 Transition Teaching Survey Mean Scores by and by Performance Area N=42 (36% return rate) Part A: Mark a response 1 4 indicate your agreement with each statement. If you do not have enough information
More informationCERTIFICATE OF ADVANCED STUDY: SCHOOL DISTRICT LEADER ALTERNATE ROUTE: TRANSITION D PROGRAM (401B)
The Graduate School CERTIFICATE OF ADVANCED STUDY: SCHOOL DISTRICT LEADER ALTERNATE ROUTE: TRANSITION D PROGRAM (401B) Program Coordinator: Dr. David Gorlewski Office: Old Main Building, room 320 Phone:
More informationBloomsburg University Midterm and Final Competency Field Evaluation. Task Supervisor (if appropriate) :
Bloomsburg University and Competency Field Evaluation BSW EVALUATION OF THE COMPETENCIES AND PRACTICE BEHAVIORS Student : Field Instructor : Task Supervisor (if appropriate) : _ Agency : University Faculty
More informationTechnology Standards for School Administrators TSSA Draft Introduction (v2.1) for National Review and Feedback
Technology Standards for School Administrators TSSA Draft Introduction (v2.1) for National Review and Feedback The Collaborative for Technology Standards for School Administrators (TSSA Collaborative)
More informationLEVEL 1 LICENSURE PORTFOLIO
LEVEL 1 LICENSURE PORTFOLIO Part I Purpose Principles to Be Addressed Required Documentation Directions Entry 1: Analyzing the School Counseling Environment Candidates analyze the school counseling environment
More informationInternship in Educational Leadership Handbook
Internship in Educational Leadership Handbook Concordia University 4090 Geddes Road Ann Arbor, MI 48105 1 TABLE OF CONTENTS Introduction.................................................................
More informationNew Jersey Professional Standards for Teachers Alignment with InTASC NJAC 6A:9C-3.3 (effective May 5, 2014)
New Jersey Professional Standards for Teachers Alignment with InTASC NJAC 6A:9C-3.3 (effective May 5, 2014) Background On April 1, 2014, the State Board of Education adopted updated Professional Standards
More informationThe residency school counselor program does not prepare candidates to design, deliver, and
STANDARD V: KNOWLEDGE AND SKILLS SCHOOL COUNSELORS -Building on the mission to prepare educators who demonstrate a positive impact on student learning based on the Improvement of Student Achievement act
More informationGREENVILLE MASTER OF EDUCATION IN ADMINISTRATION AND SUPERVISION ON-SITE EVENING PROGRAM
GREENVILLE MASTER OF EDUCATION IN ADMINISTRATION AND SUPERVISION ON-SITE EVENING PROGRAM Program Highlights WHAT IS THE MASTER OF EDUCATION IN ADMINISTRATION AND SUPERVISION? The Master of Education in
More informationNAAS - inacol Standards for Quality Online Programs
NAAS - inacol Standards for Quality Online Programs Institutional Standards Institutional standards address the organization's vision, mission, philosophy and beliefs. The institutional standards define
More informationOak Park School District. Administrator Evaluation Program
Oak Park School District Administrator Evaluation Program Table of Contents Evaluation Purpose...1 Evaluation Timeline...2 Rubric for Instructional Administrator Standard 1...3 Standard 2...5 Standard
More informationSCHOOL LEADERSHIP STUDIES
SCHOOL LEADERSHIP STUDIES Programs of Study Candidates in the Piedmont College School Leadership Program will build upon their prior teaching experience and knowledge of curriculum and instruction in order
More informationEDUCATIONAL LEADERSHIP
EDUCATIONAL LEADERSHIP Indiana Building Level Administrator License Master of Science in Education (M.S. Ed.) PROGRAM GUIDE and ASSESSMENT SYSTEM Cohort Pathway Self-Paced Pathway 2016 2017 College Education
More informationGrand Canyon University Master of Education in Educational Administration Program Handbook
Grand Canyon University Master of Education in Educational Administration Program Handbook Grand Canyon University 3300 W. Camelback Road Phoenix, AZ 85017 1 Version Record Edition Version Updated Changes
More informationMetropolitan State University of Denver Master of Social Work Program Field Evaluation
Metropolitan State University of Denver Master of Social Work Program Evaluation Date: Agency/Program Task Supervisor Faculty Liaison Total Hours Completed To Date for this semester: s will not receive
More informationColorado Professional Teaching Standards
Colorado Professional Teaching Standards Standard I: Teachers demonstrate knowledge of the content they teach a. Teachers provide instruction that is aligned with the Colorado Academic Standards and their
More informationCurriculum Management
The vision of the Fayetteville Public Schools is to provide an educational system where every student will leave with a full understanding of his or her potential and the skills necessary to be successful
More informationGaPSC Teacher Leadership Program Standards
GaPSC Teacher Leadership Program Standards Purpose: Georgia has identified a need to improve P-12 students academic performance as measured by various assessments. One method to ensure improved student
More informationApplication Packet for Online Principal-Coach
Application Packet for Online Principal-Coach PROGRAM REQUIREMENTS Complete the application included in this packet and submit to: Shasta County Office of Education Leadership Academy 1644 Magnolia Avenue
More informationAdditional Qualification Course Guideline. Primary Education Specialist
Additional Qualification Course Guideline Primary Education Specialist Schedule D Regulation 184/97 Teachers Qualifications Standards of Practice and Education April 2003 Ce document est disponible en
More informationGUIDANCE. Rocky River City School District. Globally Competitive Exceptional Opportunites Caring Environment Successful Students
GUIDANCE K 12 Rocky River City School District Globally Competitive Exceptional Opportunites Caring Environment Successful Students DISTRICT GUIDANCE PROGRAM PHILOSOPHY Our philosophy is to be pro-active,
More informationACS WASC Accreditation Status Determination Worksheet
ACS WASC Accreditation Status Determination Worksheet How are students achieving? Is the school doing everything possible to support high achievement for all its students? Directions 1. Discuss the evidence
More informationMaster of Arts in Education Administration and Supervision. South Florida Student Handbook
Master of Arts in Education Administration and Supervision South Florida Student Handbook August, 2006 TABLE OF CONTENTS TABLE OF CONTENTS... 2 OVERVIEW... 3 College of Education Mission and Purpose...3
More informationThe Standards for Leadership and Management: supporting leadership and management development December 2012
DRIVING FORWARD PROFESSIONAL STANDARDS FOR TEACHERS The Standards for Leadership and Management: supporting leadership and management development December 2012 Contents Page The Standards for Leadership
More information